Start your students’ differentiated math adventure using KinderTEK iPad Math!
Let’s get better at blending technology and high-quality instruction
KinderTEK’s Response to COVID-19
iPad math: KinderTEK meets learners where they are
iPad math for young learners: KinderTEK’s journey toward accessible instruction
Investigating the Number Line Estimation Task within an Early Numeracy Screening Battery
Individualized, iPad-based math instruction – Does an external, proximal measure reveal differences in students’ rates of learning?
Exploring the Number Line Assessment as an Early Numeracy Screener
Examining the effect of online professional development on teacher implementation of the KinderTEK® app and online data dashboard
Does KinderTEK iPad Math help kindergarteners with different levels of math difficulties?
Real apps, real learning: iPad-based math interventions for students with mathematics difficulties
Features and learning outcomes of the KinderTEK iPad Math Program - Results from Cohort 1
The value of a number line assessment in mathematics screening
So, you want to develop an app for that? Translating your idea into a usable application
Mobile app development: Controlling one’s fall down the rabbit hole
KinderTEK: Mastering math on an iPad expedition
KinderTEK: Flexible Implementation, Customized Instruction
KinderTEK Math – Taking it to the next level
Effects of iPad-based differentiated math instruction on students with varying risk
Developing & Validating KinderTEK Math
Conducting rigorous and realistic studies of KinderTEK iPad math implementation
Lessons from KinderTEK’s iterative, systematic developmental research projects
KinderTEK. App smackdown
Quickly identifying math struggles using an iPad number line assessment
Meeting district, school, teacher, and student needs with the iPad-based KinderTEK math program
Using technology based early math interventions: Lessons from KinderTEK Mathematics
Reducing Achievement Gaps Through Elementary STEM Instruction
KinderTEK Mathematics: Evaluating the Efficacy of an iPad Delivered Whole Number Intervention
Implementing an iPad Delivered Kindergarten Mathematics Intervention: The Role of Teacher Familiarity with Technology
Implementing an iPad Delivered Kindergarten Mathematics Intervention: An Iterative Development Process
Evaluating the KinderTEK iPad App’s Individualized and Adaptive Math Instruction
Two kindergarten mathematics interventions: Shared principles, divergent approaches
Teaching early knowledge of whole number concepts through technology: Findings from a feasibility study of an iPad delivered kindergarten mathematics intervention
KinderTEK: Teaching early knowledge of whole number concepts through technology…iPads!
iPad and small group interventions for students at risk for mathematics difficulties
Developing KinderTEK, an iPad mathematics intervention for at-risk kindergartners
Learning gains from the KinderTEK iPad math program: Does timing of a preventative intervention matter?
Investigating the utility of a kindergarten number line assessment compared to an early numeracy screening battery
Individualized instructional delivery options: Adapting technology-based interventions for students with attention difficulties
Exploring the promise of a number line assessment to help identify students at-risk in mathematics
Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study
Enhancing core mathematics instruction for students at risk for mathematics disabilities
Evaluation of the KinderTEK iPad Program
Stepping Up KinderTEK: Expanding Early Math Instruction for Students with Disabilities
KinderTEK: Teaching early knowledge of whole number concepts through technology
Evaluation of the KinderTEK iPad Program
The research reported here was supported by the U.S. Department of Education through the Institute of Education Sciences Grants R324A110286 and R305A170044 and the Office of Special Education Programs Grant H327S140019, all to the University of Oregon. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.
The datasets used for published manuscripts are available to interested researchers. Please contact the lead author to request a CTL Data Access Request form. Once submitted, the request will be reviewed by CTL’s Research Investment Science Council. The lead author will be the point-of-contact for updates, further questions, notification of approval and access to the data.